Professional Documents
Culture Documents
Meaningful Grading
Moving from traditional grading to standards-based grading improves
student learning in one Michigan middle school.
If you ask any athlete to define practice, they may not be able
to tell you the exact dictionary definition, but they certainly know
that practice is critical for learning and improving skills. A softball
pitcher may practice her riseball for months to achieve accuracy
and consistency, hoping to make an unsuspecting batter swing un-
derneath it. During practice, it doesn’t matter how often the rise-
ball flew over the catcher’s head, was out of the strike zone, or
ended up in the dirt. With continual feedback from her catcher
and coach and focus on the outcome, eventually she’ll master the
skill and have a new tool to spring on batters. Acquiring the skill
of a killer riseball is what ultimately matters. The amount of hours
that it took this pitcher to perfect her craft is irrelevant as long as
she’s ready when the situation presents itself at game time.
What seems so logical and implicit in the athletic and perform-
ance arena is often foreign in schools, which should provide op-
portunities for students to practice and perfect new skills. Teach-
ers often weigh practice and performance equally. For example, a
student may earn a C on homework assignments and an A on the
test. What final grade would this student earn? Many teachers
would say a B, an average of the two, equally weighting practice
and performance. Can you imagine this same reasoning being ap-
plied to the performers in a Broadway play? It would equate to an
Thinkstock/iStockphoto
Article reprinted with permission of the author, April 13, 2010. pdkintl.org V91 N7 Kappan 53
some lines in rehearsal even though she was brilliant and behavior. Megan, a 7th grader, said, “I have an
in the live performance. ‘A’ in my science class this year, and it is not because
Analogies similar to these, posed by Ken O’Con- of extra credit, participation, and homework. It is
nor in his book How to Grade for Learning, prompted because of my understanding of science.” Grades
us — three middle school science teachers in Michi- earned in traditional grading systems are usually
gan’s Walled Lake Consolidated School District — based on a combination of formative and summative
assessments. With standards-based grading, grades
are based solely on summative assessments designed
A performance or a game is where athletes or to measure content mastery.
A grade is designed to communicate student
performers are evaluated, judged, and scored. The same achievement. Comparing three students’ final grades
logic holds true for learning. Every student should have using standards-based and traditional grading shows
the opportunity to practice without penalty. the discrepancy between understanding content and
the final grade (see Figure 1). Including classwork as
part of the final grade can misrepresent the student’s
to question our grading practices. O’Connor’s book true level of content mastery. “I feel like [standards-
helped us clarify the true purpose of a grade and ex- based grading] is helping me report an accurate pic-
plained key differences between traditional and stan- ture of the students’ understanding. When confer-
dards-based grading practices. After months of read- encing with kids and parents, I can say confidently
ing and discussing, we began to wonder whether we that the student knows a certain amount of the con-
had spent all of these years grading haphazardly? As tent, and I can also report what content the students
we moved through his book, we felt as if we were mastered or did not master,” said Kim Walter, a math
crossing a bridge that was exploding behind us, leav- teacher at Clifford Smart Middle School in Walled
ing us with no way to return and no clear path ahead. Lake.
We were motivated to make the changes necessary When we were ready to switch to standards-
to implement more sound grading practices in our based grading, we found a lot of information and re-
classrooms. Now, four years into using standards- search on the topic. But what we really needed was
based grading, the number of teachers in our build- a step-by-step instruction manual. After four years
ing who use this grading practice or portions of it of creating and refining our own structure, we’ve
has tripled, and we are convinced that it is improv- identified eight steps that we believe would help
ing student learning. other teachers navigate the transition from tradi-
tional grading to standards-based grading.
WHAT’S THE DIFFERENCE? Step #1. Educate yourself. Learn more about
A key difference between traditional grading standards-based grading practices. Teachers who
practices and standards-based grading practices is aren’t already familiar with standards-based grading
that standards-based grading communicates only practices may want to begin by reading Ken O’Con-
content mastery. Traditional grading practices often nor’s How to Grade for Learning (Corwin Press, 2002)
lead to “grade fog,” in which the level of content or Rick Wormeli’s Fair Isn’t Always Equal (Sten-
mastery is distorted by such nonstandards-based cri- house, 2006). O’Connor’s book helped us identify
teria as practice, neatness, organization, attendance, three core beliefs:
FIG. 1.
Final Grades Comparing Traditional and Standards-Based Grading Systems
Traditional Standards-Based
Grades by Category Grading Grading
Classwork 50% Classwork 0%
Tests 25% Tests 50%
Standardized Standardized Standardized
Student Classwork Tests Unit Test Unit Test 25% Unit Test 50%
1 100% = A 75% = C 85% = B 90% = A- 80% = B-
2 40% = E 85% = B 95% = A 65% = D 90% = A-
3 98% = A 79% = C+ 91% = A- 92% = A- 83% = B
Step #2. Don’t journey into unfamiliar water alone. Weather & Atmosphere
We were lucky enough to have colleagues working Content Standards #10 & #11
at the same grade level and teaching the same sub- # 10 B9.4c Examine the negative impact of human activites.
jects who were all passionate about changing grad- # 11 E2.4c Explain ozone depletion in the stratosphere and methods
ing practices. Partner with someone in your subject to slow human activities to reduce ozone depletion.
area and grade level so that you can share the work.
If that’s not possible, find someone like-minded and Learning Goals — Student “I can . . . ” Statements
supportive who will take on this task with you. If ❑ Identify environmental effects of burning fossil fuels.
standards-based grading practices are new to your ❑ Explain the importance of the ozone layer to life on Earth.
❑ Identify negative impacts as a result of increased
school, educating and involving your administra-
UV exposure.
tors, counselors, and support staff is essential.
❑ Explain how CFCs destroy ozone.
They’re an important link in the home-school con- ❑ Identify products that contain CFCs.
nection. They’ll need to be able to clearly and accu-
rately communicate the new grading philosophies Vocabulary
and practices. You may be entering uncharted wa- Fossil fuels, acid rain, global warming, chlorofluorocarbons, ozone
ters and will need to be granted some flexibility as layer, ultraviolet radiation
you transition. This is a huge change. Doing it alone Pages to read
is possible, but it will take longer and keep you up Chapter 4, pages 96-115
later into the night.
Step #3. Chart a course. In Walled Lake, grade-
Ozone Layer
level units are carefully aligned with Michigan’s The ozone layer is found in the __________________ layer in the
learning standards. Every middle school student is atmosphere. Ozone molecules are made from 3 __________________
assessed on each unit using a standardized test. Be- atoms bonded together. The ozone layer is important to life on Earth
cause this system was already in place, our next step
because it protects us from harmful __________________.
was to organize each unit into logical, assessable
groups of content standards instead of the tradi-
Draw an ozone molecule
tional chapter-by-chapter method. If your district
has not done this, you can start by examining your
grade-level learning standards and sorting them into
your teaching units.
Since most textbooks were not written according replicate system. You probably already have a struc-
to your state’s grade-level learning standards, the ture in place. Use it!
text may cover more than you need to teach in some Step #5. Practice comes first. Athletes and per-
areas yet require supplemental materials in others. formers understand the need for practice. Practice
Determine a logical flow of content. You want your is the time to learn a new skill, make mistakes, fine-
grades to communicate the mastery of specific tune or perfect new techniques, take risks, and re-
learning standards. Therefore, you’ll need to assess ceive feedback, with the goal to continually improve.
the mastery of each standard individually or with A performance or a game is where athletes or per-
corresponding standards. For example, each of our formers are evaluated, judged, and scored. The same
units assesses students on about 12 content stan- logic holds true for learning. Every student should
dards. We divide the unit into smaller sections, with have the opportunity to practice without penalty.
two to four similar standards (see Figure 2). This al- Classify each assignment as formative or summa-
lows us to assess learning, communicate mastery, tive. Think of formative assignments, or any assign-
and reteach when necessary. We plan with the end ment that helps the student learn new material, as
in mind to ensure that we cover all necessary stan- practice. Summative assignments are measurement
dards. tools used at the end of learning a new skill or con-
Step #4. Organize instruction. Following a pat- cept. They assess the student’s level of comprehen-
tern of instruction for each unit is easier than re- sion.
creating it each time. If your lesson plans follow a At this point, you must evaluate each assignment
pattern, you’ll have a well-organized and easy-to- and decide if it’s helping students learn new material
FIG. 3.
Sample Five-Point Grading Scale
Formative assignment
grading scale ✛ ✔ — 0
Percentage 100-90% 89-70% 69-50% 49-0%
Grade 5 4 3 0
What does this mean “Got it” “Getting it” “Not yet” “Not enough info”
in student terms? Use it so you Keep practicing. Ask for help. Anything incomplete.
don’t lose it! Try again by Try again by
completing completing
alternative alternative
assignment. assignment.
Retesting Privilege?
Measuring
Distance & Distance & Distance & Speed Speed Acceleration Acceleration Speed &
Science A9 A 27
Summative
Formative Displacement Displacement Displacement Formula Graphing Formula Graphing Acceleration
B8 B 24
Practice Practice Quiz Practice Practice Practice Practice Quiz
1st Hour C7 C 31
D6 D 18
Points: 5 Points: 5 Points: 5 Points: 5 Points: 5 Points: 5 Points: 5 Points: 5 Points: 10 Points: 30
Date:10/2 Date:10/3 Date:10/4 Date:10/5 Date:10/8 Date:10/9 Date:10/10 Date:10/11 Date: 10/14 Date: 10/15
Student 1 + ✔ + + ✔ + + + 10 30
Student 2 0 ✔ - ✔ - ✔ 0 - ✔ - ✔ 0 ✔ ✔ - ✔ 5 6 10 20 26
Student 3 - + - ✔ ✔ ✔ - - ✔ ✔ ✔ no 8 25
Student 4 ✔ + + + + + ✔ ✔ 10 28
Student 5 0 - ✔ 0 ✔ 0 + + ✔ ✔ - ✔ - ✔ 6 8 21 24
the material in the first two columns and mastery ditional grading practice to standards-based grad-
scores in the third column. If mastery occurs on the ing, we did not realize the complexities of a grade.
first attempt, we put the score in the third column. The long hours we’ve invested in this have been ex-
If the student does not achieve mastery on the first hausting and frustrating, yet energizing and eye-
attempt, their score is recorded in the first column. opening. We have never considered returning to our
This allows space for two more alternative scores. outdated grading practices. To be certain that mak-
Once the student has achieved mastery, this score is ing this switch was actually an improvement, we
recorded in the third column (Figure 4). This for- compared grades with test scores. We learned that,
mat works for both formative and summative assess- when traditional grading was used, students earning
ments. We dedicate a separate grade sheet for each a C in class had standardized unit test scores rang-
learning standard or group of standards. This allows ing from 47% to 94%. After switching to standards-
us to see progress leading up to the summative as- based grading, students earning a C in class have
sessment for that learning standard. “The [stan- standardized unit test scores ranging only from 63%
dards-based grading] has helped me maintain a good to 78%. This supports our belief that our grades now
grade, because if I mess up on a [formative] assign- clearly communicate to parents and students exactly
ment, it is not counted against me. I just have to do what the student has learned.
it again until I get it right,” said Adam, a 7th grader. Second, homework is essential for learning but
Because we had less control over our computer should not be included in the grade. Sometimes,
grading program, we had to find creative ways to kids just say it best, “I think that [standards-based
communicate progress. Our grading program limits grading] has helped my grade tremendously, be-
us to one score per assignment or assessment. We cause when you practice, if you don’t understand
wanted to communicate multiple attempts to par- what you are learning, it is not counted against you
ents. We use the comment field under each assess- and it gives you more time to learn what needs to be
ment to show these multiple attempts. For example, learned,” said Kevin, a 7th grader.
the score might say 5 (+), but the comment says, “Al- Finally, learning may take more than one at-
ternative Completed.” This tells the parent that tempt. This tends to be one of the largest deterrents
mastery was achieved on a second or third attempt. for teachers contemplating the change to standards-
We use a similar format for retesting. If the student based grading. The time and effort to create alter-
doesn’t show mastery on the first attempt, we use the native assignments and retests and finding time to
comment “not mastered” or “retest recommended.” retest students is cumbersome, but it’s been worth
Once the student has mastered this assessment, we the effort. We believe it’s important to do whatever
use the comment “retested.” We always hope stu- it takes to give students the opportunity to be suc-
dents will take advantage of retest opportunities. At cessful while learning the material.
any given point in time, however, we’re confident We know we’ve made a positive difference when
that our grades reflect the level of mastery for each a 7th grader makes the following comment about
student. our grading practices: “I find that I am more pre-
pared for tests because I don’t have to worry about
REVISITING OUR THREE CORE BELIEFS
getting a good grade; I have to worry about learning
A grade should communicate mastery of learning and understanding the material, and good grades
standards. When we began transitioning from a tra- will follow.” K